本文選題：對(duì)外漢字教學(xué) + 形聲字教學(xué)�。� 參考：《遼寧大學(xué)》2013年碩士論文

【摘要】：文章首先將漢字形聲字與英語(yǔ)單詞的內(nèi)部結(jié)構(gòu)進(jìn)行比較，得出兩者之間的相似之處，即，漢字形聲字的形旁與英語(yǔ)單詞中的詞根一樣，承擔(dān)著整個(gè)字的主要意義，形聲字中的許多義符能找到與之意義相對(duì)應(yīng)的英語(yǔ)詞根。作者從這個(gè)角度探究了一種對(duì)外漢字教學(xué)的新方法——將義符與英語(yǔ)詞根的含義相對(duì)應(yīng)，先歸納再演繹的漢字教學(xué)模式，并闡明了對(duì)母語(yǔ)是英語(yǔ)的中高級(jí)學(xué)生使用這種教學(xué)方法的原因。這種漢字教學(xué)方法意在通過(guò)聯(lián)系漢字義符與英語(yǔ)詞根在意義上的相似之處，幫助學(xué)生建立識(shí)記漢字的理?yè)?jù)性,增強(qiáng)學(xué)生學(xué)習(xí)興趣并找到高效科學(xué)的漢字記憶方法；通過(guò)教師對(duì)授課漢字內(nèi)容的整理達(dá)到教學(xué)順序上的重組和科學(xué)編排，并主張?jiān)诰x課初步教授漢字的同時(shí)，在專門的漢字課上使用這種教學(xué)方法。文章以具體教學(xué)案例為例闡釋了這種教學(xué)方法，以高級(jí)水平的短期進(jìn)修留學(xué)生為教學(xué)對(duì)象，以具體教材中的形聲字為教學(xué)內(nèi)容，先指出如何明確教學(xué)內(nèi)容，為確定教學(xué)中的形聲字設(shè)立了一定依據(jù)；進(jìn)而以教學(xué)大綱為依據(jù)，將劃定的形聲字分為不同等級(jí)，并根據(jù)它們所屬的大綱等級(jí)高低和包含的義符的出現(xiàn)頻率依次確定其被教學(xué)和擴(kuò)展演繹的先后順序；最后，將已經(jīng)確定教學(xué)順序的形聲字付諸教學(xué)實(shí)踐。文章最后對(duì)這種教學(xué)方法的意義和不足進(jìn)行了評(píng)價(jià)，指出其能夠在鞏固已學(xué)漢字的基礎(chǔ)上，增強(qiáng)學(xué)生預(yù)測(cè)聯(lián)想含有某義符的漢字含義的能力，，潛移默化地指導(dǎo)學(xué)生形成歸納總結(jié)的學(xué)習(xí)策略，并培養(yǎng)學(xué)生根據(jù)義符的含義區(qū)別形近字、同音字的能力。另外，也對(duì)這種教學(xué)方法需要改進(jìn)、完善及值得注意之處加以批評(píng)，希望在今后的教學(xué)實(shí)踐和不斷深思中得以進(jìn)步。
[Abstract]:This paper first compares the internal structure of Chinese phonetic characters with English words, and draws the similarities between them, that is, the shape side of Chinese phonetic characters bears the main meaning of the whole word just like the roots of English words. Many sememes in pictophonetic characters can find English roots corresponding to their meanings. From this point of view, the author explores a new method of teaching Chinese characters in foreign countries, that is, the Chinese character teaching mode, which corresponds the meaning of sememe to the meaning of English word root, and then deduces it first. The reasons for the use of this teaching method for middle-and higher-level students whose mother tongue is English are also explained. The purpose of this teaching method is to help students establish motivation of memorizing Chinese characters, enhance their interest in learning and find efficient and scientific Chinese character memorizing methods by connecting the similarities between Chinese characters sememes and English roots. Through the arrangement of the contents of the Chinese characters in the teaching by teachers, the teaching sequence and scientific arrangement are achieved, and it is advocated that this teaching method should be used in the specialized Chinese character classes while the Chinese characters are initially taught in the intensive reading class. This article takes the concrete teaching case as an example to explain this kind of teaching method, takes the advanced level short-term study student as the teaching object, takes the concrete teaching material pictograph as the teaching content, first points out how to define the teaching content. In order to determine the teaching of pictophonetic characters to establish a certain basis, and then based on the syllabus, delimited pictophonetic characters are divided into different levels, And according to the level of the syllabus they belong to and the frequency of the sememes included, the sequence of teaching and extended deduction is determined in turn. Finally, the phonetic characters which have determined the teaching order are put into teaching practice. Finally, the paper evaluates the significance and deficiency of this teaching method, and points out that it can strengthen the students' ability to predict the meaning of the Chinese character with a sememe on the basis of consolidating the learned Chinese characters. It guides the students to form the learning strategy of induction and summary, and cultivates the students' ability to distinguish the form and the homonym according to the meaning of the sememe. In addition, this teaching method needs to be improved, perfected and worthy of attention, hoping to make progress in teaching practice and thinking deeply in the future.
【學(xué)位授予單位】：遼寧大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張朋朋;;語(yǔ)文分開(kāi)、語(yǔ)文分進(jìn)的教學(xué)模式[J];漢字文化;2007年01期

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